Chinese Preschool Research Articles

What curves are parallel? The core feature of preschoolers' intuitive parallel category.

Existing evidence has revealed that humans can spontaneously categorize many geometric shapes without formal education. Children around 4 years could distinguish between intersecting lines and parallel lines. Three features can be used to identify parallel lines, namely "translational congruence," "never meet," and "constant distance." This study separated them by using pairs of curves that possess only one of these features. Two experiments across 2021-2023, respectively, compared the relative priority of "translational congruence" with "constant distance," and "never meet" with "constant distance" among 3- to 5-year-old Chinese preschoolers (Ntotal = 314, 48% female). The results showed that preschoolers consistently grouped "constant distance" curves with parallel lines. This suggests that the core feature of intuitive parallel category is "constant distance" at this age.

The Relation Between School Climate and Chinese Preschool Teachers’ Occupational Commitment: The Mediation Role of Job Satisfaction

The Relation Between School Climate and Chinese Preschool Teachers’ Occupational Commitment: The Mediation Role of Job Satisfaction

Work–family conflict influences the turnover intention of Chinese rural preschool teachers: A moderated mediation model

We examined the association between work–family conflict and turnover intention by exploring the mediating effect of job satisfaction and the moderating effect of career calling. Data from 1,346 Chinese rural preschool teachers were processed using correlation analysis and hierarchical linear regression analysis. The results revealed that work–family conflict was significantly and positively associated with rural preschool teachers' turnover intention. Job satisfaction mediated this relationship, while career calling moderated the association between work–family conflict and job satisfaction. These findings contribute to understanding of turnover intention among rural preschool teachers and suggest the need to enhance career calling to promote job satisfaction and reduce turnover in this profession.

Impact Analysis of Chinese Government Leadership in the Construction of a Public Service System of Preschool Education

Investment in preschool education is increasingly seen as a policy priority in middle and high-income countries due to the early benefits it provides children in their educational journeys. This article discusses the impact of recent increased investment in preschool education in China which has served as a correction to relative historical neglect. In this study a parental satisfaction survey evaluated the cost-sharing, equity of enrollment and quality of preschool education in a local urban governmental-led and multi-participant public service system of preschool education. In the context of the continued challenges of bridging gaps between policy and practice, results show that Government investment is beginning to have positive effects in terms of cost-sharing of preschool education with benefits to family incomes and significantly increasing the quality of preschool education. Parents of children in public provincial kindergartens provided higher satisfaction ratings for students’ development than parents of those in private provincial kindergartens. The article concludes by discussing the differing, but related roles of the Government and private providers in Chinese preschool education including the development of what is termed a “High-Quality Collaborative Education Ecosystem.”

Paediatric norms for photopic electroretinogram testing based on a large cohort of Chinese preschool children

ObjectiveFull-field electroretinogram (ffERG) is an objective test to determine the electroretinal activities in response to light stimulation for investigating retinal physiology and diagnosing retinal diseases. This study aimed to establish...

Marital adjustment and children's early learning behaviors: The mediating role of maternal involvement and parenting

AbstractObjectiveThis study examined associations between marital adjustment and children's learning behaviors, as well as the potential mediation effects of maternal involvement and parenting on these associations in Chinese contexts.BackgroundThe family is a vital setting for children's early learning behaviors, encompassing self‐efficacy in learning and approaches to learning. Marital adjustment, as well as maternal involvement and maternal parenting, are crucial factors in the family setting. However, there is a paucity of research on the pathway mechanism between these three family factors and children's early learning behaviors.MethodThere were 750 mothers of Chinese preschoolers (48.24% girls, Mage = 5.94 years, SD = 1.43) in three provinces—Fujian, Sichuan, and Xinjiang—who participated in the study. Mothers completed questionnaires related to marital adjustment, maternal involvement, maternal parenting, and children's learning behaviors. Structural equation models were estimated to test the hypothesized paths.ResultsThe results revealed a positive association between higher marital adjustment and improved children's self‐efficacy in learning (β = .10, p = .004) and approaches to learning (β = .15, p < .001), with maternal involvement (for self‐efficacy, β = .25, p < .001; for approaches to learning, β = .23, p < .001) and parenting (for self‐efficacy, β = .25, p < .001; for approaches to learning, β = .31, p < .001) recognized as significant mediators in this relationship.ConclusionsThe study indicated that marital adjustment, maternal involvement, and parenting have significant direct and indirect effects on children's early learning behaviors.ImplicationsGiven the research findings, marital adjustment is worth considering when recognizing children's early learning. Furthermore, parents may be encouraged to understand proper involvement and parenting practices with their children. Briefly, these findings contribute to the existing body of knowledge on how family variables are related to children's learning behaviors.

Emergent digital literacy in Chinese preschoolers: developmental patterns and associated predicators

ABSTRACT This study examined the emergence of digital literacy in early childhood among 2272 parents with at least one child under age six in central China. Findings revealed that: (1) there was a significant age difference in early digital literacy, with television literacy emerging first, followed by touchscreen, artificial intelligence, and personal computer literacy. Gender differences were only observed in television literacy; (2) the home location, home income, home digital resource (HDR), and parent’s age significantly correlated with young children’s general emergent digital literacy, while family structure, parent’s education, and occupation had significant correlations with some specific emergent digital literacy; HDR played a mediation role in the relationship between the home context factors and preschoolers’ emergent digital literacy. (3) age of the child, family structure, home income, and HDR significantly contributed to predicting preschoolers’emergent digital literacy. Implications for policy-making and parental education are also addressed.

Distinct patterns of grandparental involvement in childrearing and Chinese preschoolers' social-emotional development.

Grandparental involvement in childrearing has been associated with children's social-emotional development, yet findings are mixed. Grandparental involvement is a multidimensional concept that includes both quantity (i.e., the degree of grandparental involvement) and quality aspects (i.e., the quality of parent-grandparent coparenting and the quality of grandparenting practices). This study included both quantity and quality aspects to identify heterogeneous patterns of grandparental involvement and examined the associations between distinct patterns of grandparental involvement and children's social-emotional outcomes. Participants were 428 families with Chinese preschoolers (Mage = 53.75 months, SD = 10.32; 51.4% boys). Primary parental and grandparental caregivers completed the questionnaires. Four patterns of grandparental involvement emerged: the low-involvement mediocre-quality, the median, the high-involvement uneven-quality, and the high-involvement high-quality groups. Heterogeneous patterns of grandparental involvement exist and are differentially associated with children's social-emotional development. Children with grandparents in the high-involvement high-quality group demonstrated higher levels of social skills than those in the low-involvement mediocre-quality group and the high-involvement uneven-quality group. They also showed the lowest level of problem behaviors. This study highlights variations in grandparental involvement and helps to clarify previous inconsistent findings regarding the role of grandparental involvement in child development. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Association between screen time and physical activity on mental health among preschoolers: a cross-sectional study from Southwest China.

Screen time and physical activity behaviors undergo development during early childhood and impact mental health. However, there is limited knowledge regarding the associations between physical activity, screen time, and mental health problems (MHP) in preschoolers. This study examines these associations using a large sample size and brief measures. A multistage cluster stratified sampling method was used to conduct an observational cross-sectional study of 19,015 Chinese preschoolers in 2020. Information on physical activity, and screen time was collected by a self-administered questionnaire; MHP was assessed by the parent-reported Strengths and Difficulties Questionnaire (SDQ). Logistic regression models were used to obtain the odds ratios (ORs) and 95% confidence intervals (95% CIs) of preschoolers' MHP associated with screen time, total physical activities, moderate to vigorous physical activity (MVPA), and outdoor physical activities. A total of 19,015 participants from the 19,548 recruited population were included in the analyses (missing rate: 2.73%), 52.60% were boys. 64.01%, 57.96%, 35.98%, and 82.64% of preschoolers were reported to meet total physical activities, MVPA, and outdoor activities with screen time recommendations level. The results of multivariable-adjusted ORs (95% CIs) of preschoolers' MHP for comparisons of different levels of screen time (< 2h/day, 2-4h/day,≥4h/day) show that screen time positively associated with MHP after adjusting for confounders (P < 0.05), but the association was not significant among girls with screen time ≥ 4h/day. In addition, increased engagement in physical activity was reversely linked to MHP (P < 0.05). A stronger association between MHP and MVPA was observed in boys, however, this association was weakened when the total time spent engaging in MVPA exceeded two hours per day (P < 0.05). Less physical activity and more screen time positively relate to MHP, but the relationship differs by type of physical activity, total time, and gender. These findings provide novel insights and evidence supporting for guidelines on physical activity, screen time, and improvement of mental health for preschoolers.

A comparative study of children's sexuality in Chinese and American preschool education picture books

A comparative study of children's sexuality in Chinese and American preschool education picture books

Validating the Social-Emotional Assessment Measure (36–66 Months) for Use Among Chinese Preschoolers

This study examined the psychometric properties of the Chinese version of the Social-Emotional Assessment Measure (SEAM) (33–66 months), which is designed to assess social-emotional difficulties and behavior disorders in young children. In this case, the SEAM was translated and back-translated. The sample included 2477 preschoolers (1256 boys; M age = 57.57 months, SD = 10.93) residing in Shanghai, China. In summary, the results presented a 10-factor model that showed a good fit for the SEAM (33–66 months). Ultimately, the analyses demonstrated adequate internal consistency, reliability, and convergent validity. These findings indicate that the SEAM (33–36 months) is appropriate for use in Chinese preschool populations.

Maternal parenting stress and social-emotional problems of Chinese preschoolers: The role of the mother-child relationship and maternal adverse childhood experiences

BackgroundPrevious research suggests that maternal parenting stress is a significant predictor of social-emotional problems in children. However, little is known regarding the mother-child relationship and the effect of maternal adverse childhood experiences (ACEs) on this association. MethodsThree waves of longitudinal panel data were collected from 2893 Chinese preschoolers with a follow-up interval of 6 months. The mothers of preschoolers were asked to complete anonymous questionnaires concerning demographic variables, maternal ACEs and parenting stress in Wave 1, mother-child relationships in Wave 2, and children's social-emotional problems in Wave 3. The parallel mediation model was conducted to analyze the mediating role of three dimensions of mother-child relationships, and the moderation model was conducted to examine the moderating role of maternal ACEs. ResultsThe results showed that maternal parenting stress predicted children's social-emotional problems directly or indirectly through the mother-child relationship, with an intimate mother-child relationship mediating this main effect negatively but a conflicted and dependent mother-child relationship mediating this main effect positively. In addition, moderating results indicated that the main effect of maternal parenting stress on children's social-emotional problems was more marked among participants with at least one maternal ACEs than those without maternal ACEs. Furthermore, the moderating effect was only detected in children whose mothers had a high school education or less. LimitationsThe subjectivity of mothers' reports may somewhat reduce the credibility due to the possible overestimation or underestimation of children's social-emotional problems. ConclusionThese findings provide new evidence for the effects of maternal parenting stress on children's social-emotional development and highlight the need for more attention to children with mothers having ACE exposure, lower educational level and poor parent-child relationships.

Chinese kindergarten teachers’ effort‐reward imbalance and organizational climate: A latent analysis

We classified latent profiles according to effort‐reward imbalance indices for a cluster sample of 3,248 kindergarten teachers in Western China, and examined the characteristics of each profile and how they were affected by organizational climate. Findings showed there were three levels of effort‐reward imbalance among kindergarten teachers: high (72.4%), medium (22.8%), and low (4.9%). Kindergartens belonged to one of four organizational climate categories: disengaged (43.3%), engaged (26.6%), open (12.1%), or enclosed (18.0%). Regarding the imbalance between the organizational climate among the kindergarten types and the rewards allocated to the teachers, those in an enclosed organizational climate were most likely to experience a high effort‐reward imbalance, while teachers in an open organizational climate were most likely to have a medium-level effort‐reward imbalance, and teachers in an engaged organizational climate were most likely to have a low effort‐reward imbalance. Implications of the findings are discussed.

Chatbot dialogic reading boosts comprehension for Chinese kindergarteners with higher language skills

Dialogic reading promotes early language and literacy development, but high-quality interactions may be inaccessible to disadvantaged children. This study examined whether a chatbot could deliver dialogic reading support comparable to a human partner for Chinese kindergarteners. Using a 2 × 2 factorial design, 148 children (83 girls; Mage = 70.07 months, SD = 7.64) from less resourced families in Beijing, China, were randomly assigned to one of four conditions: dialogic or non-dialogic reading techniques with either a chatbot or human partner. The chatbot provided comparable dialogic support to the human partner, enhancing story comprehension and word learning. Critically, the chatbot’s effect on story comprehension was moderated by children’s language proficiency rather than age or reading ability. This demonstrates that chatbots can facilitate dialogic reading and highlights the importance of considering children’s language skills when implementing chatbot dialogic interventions.

Association between maltreatment, hair cortisol concentration, positive parent-child interaction, and psychosocial outcomes in Chinese preschool children.

Children now are facing an increasing risk of early life stress (ELS), which leads to detrimental psychosocial outcomes. Behavior studies suggested that positive parental interactions might moderate the negative impact of ELS, but the related biological alteration remains unclear. This study aims to investigate whether positive parent-child interactions moderate the association between maltreatment (as a severe form of ELS) and hair cortisol concentration (HCC), as well as between HCC and psychosocial outcomes in young children. Participants were 6-year-old Chinese children (N = 257, Mage = 6.2, 121 were male) selected by stratified cluster random sampling from a Shanghai population representative cohort. Proximal 3cm hair strands were analyzed using liquid chromatography coupled with tandem mass spectrometry for HCC. Children's psychosocial outcome was evaluated using the parental report Strengths and Difficulties Questionnaire (SDQ). Parents also reported the frequency of positive parent-child interactions using the Chinese Parent-Child Interaction Scale (CPCIS) as well as the history of maltreatment. Multi-level logistic regression models adjusting for individual, kindergarten, and district confounders were used to evaluate the associations between maltreatment, HCC, and psychosocial outcomes. Interactions terms tested whether more frequent positive parent-child interactions moderates the association between maltreatment and HCC, as well as between HCC and psychosocial outcomes. Maltreated children exhibited higher levels of HCC (B = 1.20, 95% CI: 0.38,2.02; p = 0.004), and children with higher HCC exhibited poorer psychosocial outcomes (B = 0.34, 95% CI: 0.18,0.51; p < 0.001). Positive parent-child interactions did not have a moderating effect on the association between maltreatment and HCC, but they demonstrated a moderating effect on the association between increased HCC and psychosocial outcomes (interaction term: B = -0.42, 95% CI: -0.75,-0.10; p = 0.01). These findings provide evidence that positive parental interaction may serve as a moderator between chronic cortisol exposure and psychosocial problems. It highlights the importance of frequent parent-child interactions, especially among children under a high risk of ELS.

Side Effects of Gamifying Environmental Education Activities in Chinese Kindergartens

Environmental education is an effective approach to addressing environmental issues, and incorporating environmental education into kindergarten through gamified activities aligns with the concept of gamifying teaching and provides the optimal pathway for implementing environmental education. The purpose of this study is to investigate the specific processes involved in determining the objectives, themes, and content of gamified environmental education activities, as well as the organization, implementation, and evaluation of these activities in kindergarten settings. Five classes from Class G in Xining City Kindergarten were selected as the observational subjects for this study. Interviews were conducted with the teaching staff and the head of the kindergarten. The data obtained from observations and interviews served as the primary data for this research. The results indicate that the activity objectives formulated by teachers lack scientific basis and operability, with limited incorporation of gaming elements. The activity themes and content are narrow in scope and primarily determined by teachers and kindergarten administrators. The organization and implementation of activities often neglect the playful experiences of children, and activity evaluation is not given sufficient attention.

Prospective Association Between 24-Hour Movement Behaviors and Fundamental Movement Skills in Chinese Preschoolers During the COVID-19 Pandemic: A Compositional and Reallocation Analysis.

This prospective observation study explored the association between 24-hour movement behaviors and fundamental movement skills (FMS) in Chinese preschoolers during the COVID-19 pandemic. Four hundred and eighteen preschoolers (226 males; 4.0 [0.6]y old) from Zhuhai, China, completed the device-based physical activity (PA) and sedentary behavior measures, and sleep duration was reported by parents at baseline (October 2021 to December 2021). FMS was assessed using the Test of Gross Motor Development: Third Edition at 1-year follow-up (October 2022 to December 2022). The compositional analysis and isotemporal substitution were used. Moderate to vigorous PA (MVPA) was positively associated with locomotor skills and ball skills (P < .05), and light physical activity was negatively associated with locomotor skills (P < .05) during the COVID-19 pandemic. FMS improvements were linked to the addition of MVPA at the expense of light physical activity, sedentary behavior, and sleep. The estimated detriments to FMS were larger in magnitude than the estimated benefits of time reallocation from MVPA to light physical activity, sedentary behavior, and sleep. This study provides evidence about 24-hour movement behaviors and FMS during the COVID-19 pandemic and highlights the importance of participating in MVPA to improve preschoolers' FMS development during the COVID-19 era.

Supplemental Material for Is It Personal or Is It Social? The Interaction of Knowledge Domain and Statistical Evidence in U.S. and Chinese Preschoolers’ Social Generalizations

Supplemental Material for Is It Personal or Is It Social? The Interaction of Knowledge Domain and Statistical Evidence in U.S. and Chinese Preschoolers’ Social Generalizations

Associations between teacher-parent relationships and preschool children's social behavior problems-the chain mediating roles of work-family conflict and parenting self-efficacy.

In the Chinese cultural context, the collaborative interaction characteristics among three key entities - families, kindergartens, and communities - and the mechanisms of their correlation with preschool children's social behavior problems have not been fully understood yet. Based on ecological systems Theory and social support theory, this study aimed to examine the correlation between parent-teacher relationships and preschool children's social behavior problems in Chinese kindergartens, as well as the mediating role of parents' work-family conflict and parenting self-efficacy. Structural equation modeling was used to test the research hypotheses based on a questionnaire survey of 1,784 parents of preschool children. The main findings of this study are as follows: (1) Parents' perceived positive parent-teacher relationships are negatively correlated with preschool children's social problems. (2) Parents' work-family conflict and parenting self-efficacy mediate the relationship between parent-teacher relationships and preschool children's social behavior problems; (3) Parents' work-family conflict and parenting self-efficacy play a chain mediating role in the influence of the parent-teacher relationship on preschool children's social behavior problems. Taken together, the results collectively further elucidate the correlation between parent-teacher relationships and preschool children's social behavior problems, while also discussing other relevant factors pertaining to children's social behavior problems. Theoretically, this study expands the understanding of how external environmental resources interact with home and family education. Practically, this research indicates that governments, early childhood education institutions, and workplaces need to strengthen their support for family education of preschool children. The findings contribute to promoting a multi-faceted co-operation aimed at enhancing the quality of early childhood education and fostering the social adaptability and holistic development of preschool children.

Development of number line estsimation in Chinese preschoolers: a comparison between numerical and non-numerical symbols.

To examine the level of number line estimation (NLE) in Chinese children with respect to representations of both numerical (Arabic numerals) and non-numerical symbols (dots), a total of 192 Chinese preschoolers aged between 4 and 5 years participated in four different NLE tasks. These tasks were paired to evaluate the accuracy and patterns of children's estimations in both numerical and non-numerical symbol contexts. Our findings indicate that, for Chinese preschoolers, relatively precise numerical symbol representations begin to emerge as early as 4 years of age. The accuracy of number line estimates for both 4- and 5-year-old children gradually increases in tasks involving both numerical and non-numerical symbols. Additionally, the development and patterns observed in the number line estimates of 4- and 5-year-old Chinese preschoolers are similar in both numerical symbol and non-numerical symbol tasks. These results indicate that the initiation of relatively precise numerical symbol representation and the turning point in the developmental trajectory, where the relatively precise representation for numerical symbols surpasses that of non-numerical ones, occur earlier in Chinese children than in their Western counterparts.